INVESTIGATING THE USE OF MAZE-CBM FOR HIGH SCHOOL STUDENTS

Recent legislation and initiatives set forth high academic expectations for all high school graduates in the area of reading (National Governors Association Center for Best Practices, 2010; Every Student Succeeds Act, 2015). To determine which students need additional support to meet these reading standards, teachers can conduct universal screening using formative assessments. Maze Curriculum-Based Measurement (Maze-CBM) is a commonly used screening and progress monitoring assessment that the National Center on Intensive Intervention (2013) and the Center on Instruction (Torgesen & Miller, 2009) recommend. Despite the recommendation to use Maze-CBM, little research has been conducted on the reliability and validity of Maze-CBM for measuring reading ability for students at the secondary level (Mitchell & Wexler, 2016). In the papers included in this dissertation, I present an initial investigation into the use of Maze-CBM for secondary students. In the first paper, I investigated prior studies of Maze-CBM for students in Grades 6 through 12. Next, in the second paper, I investigated the alternate-form reliability and validity for screening students in Grades 9 and 10 using signal detection theory methods. In the third paper, I examined the effect of genre on Maze-CBM scores with a sample of students in Grades 9 and 10 using multilevel modeling. When writing these three papers, I discovered several important findings related to Maze-CBM. First, there are few studies that have investigated the technical adequacy of Maze-CBM for screening and progress monitoring students in Grades 6 through 12. Additionally, only two studies (McMaster, Wayman, & Cao, 2006; Pierce, McMaster, & Deno, 2010) examined the technical adequacy of Maze-CBM for high school students. A second finding is that the reliability of Maze-CBM is often below acceptable levels for making screening decisions or progress monitoring decisions (.80 and above and .90 and above, respectively; Salvia, Ysseldyke, & Bolt, 2007) for secondary students. A third finding is that Maze-CBM scores show promise of being a valid screening tool for reading ability of secondary students. Finally, I found that the genre of the text used in the Maze-CBM assessment does impact scores on Maze-CBM for students in Grades 9 and 10.

Substance Use and Academic Outcomes among High School Seniors: Examining the Influence of Emotional Academic Engagement

Substance use is prevalent among adolescents, with two-thirds trying alcohol and half trying an illicit drug by twelfth grade (Miech et al., 2015). Substance use is known to affect academic performance. This study utilized nationally representative data from the 2013 Monitoring the Future twelfth grade survey to examine the relationships between substance use, skipping school, grades, and academic engagement. One-quarter of respondents (26%) had never used a substance. The majority (67%) had used at least one substance during the past year. Substance use during their lifetime but not during the past year was uncommon (7%). Lifetime non-users were less likely than past-year users to skip school during the past month and to have low grades. Lifetime non-users also had greater academic self-efficacy and emotional academic engagement relative to past-year users. These findings underscore the importance of screening and intervention for substance use to promote academic achievement and adolescent wellbeing.

DEVELOPMENT OF LI+ AND NA+ CONDUCTING CERAMICS AND CERAMIC STRUCTURES FOR USE IN SOLID STATE BATTERIES

A solid state lithium metal battery based on a lithium garnet material was developed, constructed and tested. Specifically, a porous-dense-porous trilayer structure was fabricated by tape casting, a roll-to-roll technique conducive to high volume manufacturing. The high density and thin center layer (< 20 μm) effectively blocks dendrites even over hundreds of cycles. The microstructured porous layers, serving as electrode supports, are demonstrated to increase the interfacial surface area available to the electrodes and increase cathode loading. Reproducibility of flat, well sintered ceramics was achieved with consistent powderbed lattice parameter and ball milling of powderbed. Together, the resistance of the LLCZN trilayer was measured at an average of 7.6 ohm-cm2 in a symmetric lithium cell, significantly lower than any other reported literature results. Building on these results, a full cell with a lithium metal anode, LLCZN trilayer electrolyte, and LiCoO2 cathode was cycled 100 cycles without decay and an average ASR of 117 ohm-cm2. After cycling, the cell was held at open circuit for 24 hours without any voltage fade, demonstrating the absence of a dendrite or short-circuit of any type. Cost calculations guided the optimization of a trilayer structure predicted that resulting cells will be highly competitive in the marketplace as intrinsically safe lithium batteries with energy densities greater than 300 Wh/kg and 1000 Wh/L for under $100/kWh. Also in the pursuit of solid state batteries, an improved Na+ superionic conductor (NASICON) composition, Na3Zr2Si2PO12, was developed with a conductivity of 1.9x10-3 S/cm. New super-lithiated lithium garnet compositions, Li7.06La3Zr1.94Y0.06O12 and Li7.16La3Zr1.84Y0.16O12, were developed and studied revealing insights about the mechanisms of conductivity in lithium garnets.